Childminder EY263067

Inspection date

Previous inspection date 28 April 2017 24 April 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder provides a good range of activities based on children's interests. She plans effectively for each child and ensures they receive the support they need to make good progress in their development. Children show they are very happy, secure, and ready to learn.  Partnerships with parents are good. The childminder keeps parents well informed about their children's welfare and learning. They work well together to support children's learning at home and in the setting.  The childminder promotes children's communication and language skills well. She introduces new words and models simple vocabulary as they play. This helps to support children's acquisition of speech.  The childminder is a good role model and manages children's behaviour well. She helps children to understand the importance of treating others as they would wish to be treated. As a result, children learn to respect and accept others.

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It is not yet outstanding because:

 Although the childminder accurately assesses children's learning, she does not consistently use the information gathered to help children make higher rates of progress.  The childminder has not fully considered ways of enhancing her professional development to help ensure that the learning experiences provided for children continue to improve to the highest level.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen further the good use of initial and ongoing assessment information to identify specific areas of children's development that can be targeted to increase the potential for children to make rapid progress  sharpen the focus of professional development to more ambitiously consider all ways to raise the quality of teaching to the highest level.

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Inspection activities

 The inspector observed activities indoors and assessed the impact these have on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is secure in her knowledge of child protection and the process for sharing any concerns she may have about a child in her care. The childminder attends mandatory training. She seeks advice from local authority advisers, which helps her to keep abreast of changes to early years legislation. The childminder uses the views of parents and children to inform her plans for future development. This helps her to achieve good outcomes for children. Parents are extremely happy with the service provided by the childminder.

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Quality of teaching, learning and assessment is good

Children enjoy their time in the childminder's care and they play well together. They show good progress in developing confidence and concentration skills. For example, children work with sustained concentration to complete quite a complex jigsaw puzzle. The childminder asks questions and engages children in lively discussions as they play. She encourages children to develop their imaginations, especially in creative role play situations. As they act out the role of a doctor she introduces new vocabulary, such as 'syringe' and 'stethoscope', to help children learn new words. Overall, the childminder makes good use of the information gained from observations of children's learning, to track their progress. She shares this information with parents to help keep them informed of their child's ongoing progress.

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Personal development, behaviour and welfare are good

The childminder provides a welcoming environment where children are happy and at ease. Children form close attachments to the childminder. The childminder is a good role model and teaches children from a young age to use good manners, share and take turns. She teaches children about dangers in the environment and how to keep themselves safe. Children learn about the importance of a healthy lifestyle through discussions and activities. The childminder helps to build on children's growing social skills and self- awareness. For example, children attend playgroups, where they have greater opportunities to play and learn to share with others.

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Outcomes for children are good

Children are keen to join in with activities. They are motivated and have a positive attitude towards learning. They develop persistence and keep on trying as they experiment and investigate. Older children count accurately and recognise written numerals. Children are starting to understand the differences and similarities in themselves and others as they investigate the world around them. They show good imagination and enjoy taking on different roles in their play. All children quickly gain the skills needed for the next stage in their learning and for school.

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Setting details

Unique reference number EY263067 Local authority Gateshead Inspection number 1091726 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 24 April 2015

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Telephone number

The childminder registered in 2003 and lives in Gateshead, Tyne and Wear. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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